This article presents and illustrates a qualitative research methodology for studies of uptake. It does so by articulating a theoretical framework for qualitative investigations of uptake and detailing a research study designed to invoke and capture students' uptakes in a first-year writing classroom. The research design sought to make uptake visible by disrupting habitual uptakes and encouraging students to design their own uptakes. The study employed the qualitative research methods of observation, survey, interview, and text analysis to uncover uptake processes and influential factors that inform them. Ultimately, this article argues that a disruptive methodology can provide much needed insight into how individuals take up texts and make use of their discursive resources. A bibliography is included.